We also discuss what happens when we go too fast – we all tend to start screaming instead of singing!.We then accelerate from adagio to andante to allegro to presto (or pick whatever terms are appropriate). After we learn the cup activity, we talk about what Tempo is and how we can modify tempo.Note: 2nd grade does the harder version for classes with more time or more advanced students.2nd/3rd – Hiccup (Clap, Clap), Buttercup (Tap rhythm on cup), Flies all night (Clap, Grab, Flip cup over), Take your cup and (Clap, Grab, Flip, Down), Pass it right (Clap, Grab, Pass).1st/2nd- Hiccup (Clap, Clap), Buttercup (Tap rhythm on cup), Flies all night (Clap, Clap, Clap), Take your cup and (pick up cup), Pass it right (Pass).Have students sit in a circle and teach the Hiccup Buttercup game.
#First day of kindergarten game movie#
Tell them we are going to play an unusual instrument today – Cups (this used to be so much more of a surprise – then came the movie Pitch Perfect!).Most of my students remember the notes from our studies with Pitch Hill). Playing instruments – we do a great cup game for this song with modified levels for 1st, 2nd, and 3rd.Solfége singing (for first grade we don’t spend time on the solfége as they did not learn the notes in K).
#First day of kindergarten game full version#
(Note: the full version of the lesson complete with national standards is found in Pitch Hill) and in my Back to School Bundled Lessons! In addition, it is a GREAT way to learn and practice names! If I can suggest nothing else, learn the students’ names! They are used to it and know it is my signal that class is starting and after “We’re Done” I’m going to start the lesson. We sing every single class, even if we are not concentrating on a singing standard for that class. If I have leftover in the pattern I sing my name, teachers name, whatever. Repeat that pattern till I get to all students. When I am ready to begin, I simply say “Be my Echo!” Students repeat that and then I start right in with the first kid singing Johnny (Sol-mi) (students echo), Susie (Fa-Re) (students echo), Jennifer (mi mi-do) (students echo), Graham (Re-ti) Students echo. (The first day, I let them sit in the middle, and then quickly give them an assigned spot). This gives me time to grab my materials for class, make notes from the pervious class, etc. They know to go straight to their assigned spot. When they come in, I let them chatter, talk to me, etc. I have been doing the same beginning procudure for my whole career and it just works.
Next I put them into their seating chart, discuss rules, consequences (warning, time out, parent contact), the Big Hand Award, and the normal procedures for starting class.
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